Lesson Title:
Date of Class: 02/06/17
Day of Class: Monday
Time of Class: 06:00 – 07:30 pm
MC: Jessica
DJ:
Assistants:
Module: February Holidays
How Many Learners: 2
Materials Status (loyalty cards, alphabet sheets, etc):

Self Evaluation

Preparation: Forgot to Show Up (1) vs. Every Hair In Place (10) = 5
Technique: Completely Incompetent (1) vs. Flawless Delivery (10) = 3
Engagement: Snoring Loudly (1) vs. Absolutely Riveted (10) = 4
Connection: Open Hostility (1) vs. Kumbayah (10) = 6
Poise: Charlie Brown (1) vs. Prince (10) = 4
Reflection: “It was ok.” (1) vs. Life-changing Epiphany (10) = 2

Total Score: 24

What happened (as short or as long as you like, but be specific): Since we’d discussed transitioning this site into the Bridge Builders format, and also because I anticipated that everyone might be a bit out of practice after a long holiday (and a stressful January), I decided to keep our first class of the year fun and easy. We opened with a little conversation about how our holidays had been, catching up, and discussing the direction that we’re planning to take things at the Unite Oregon location. I had brought a bunch of Valentine’s Day goodies, and I had a lesson planned around those, but one of the students was feeling really unwell, so I modified my plan and we did a little writing and a little talking about the items I had brought. I had a box of chocolates and we did a “which would you prefer” round robin, starting with “dark chocolate or milk chocolate” chocolate and then going through other items off the box – caramel or nuts, etc., and then other Valentine’s day gifts: flowers or candy, hugs or kisses, dinner at a restaurant or “a night of passion” (the students came up with that one!) After that I gave them boxes of conversation hearts and we read them out and talked about what they meant. Finally we made Valentines together, which was a first for both the learners, and was a good opportunity for a lot of vocab (instructions on how to make them, who are you giving yours to, what will you say)

Lesson Title: Know Your Rights
Date of Class: 02/13/17
Day of Class: Monday
Time of Class: 06:00 – 07:30 pm
MC: Jessica
DJ:
Assistants:
Module:
How Many Learners: 3
Materials Status (loyalty cards, alphabet sheets, etc):

Self Evaluation

Preparation: Forgot to Show Up (1) vs. Every Hair In Place (10) = 4
Technique: Completely Incompetent (1) vs. Flawless Delivery (10) = 2
Engagement: Snoring Loudly (1) vs. Absolutely Riveted (10) = 5
Connection: Open Hostility (1) vs. Kumbayah (10) = 5
Poise: Charlie Brown (1) vs. Prince (10) = 3
Reflection: “It was ok.” (1) vs. Life-changing Epiphany (10) = 3

Total Score: 22

What happened (as short or as long as you like, but be specific): I was not super happy with this class – I felt like I had good content but poor execution. I wanted to do an in depth “Know Your Rights” class since my students had expressed that that information would be valuable either to them or their loved ones. Normally I try to make my lesson plans adjustable in case we do have other students show up, but on this occasion I made the mistake of planning to do part of my class in Spanish, since I felt that for this particular topic, comprehension took priority. As it happened, we did have a new student come, and also my printer unexpectedly stopped working, so I had to modify a number of parts of the lesson on the go. I ended up bringing in my laptop and working with visuals online. I started with a dictation from a Know Your Rights visual , emphasis on practicing speaking phrases to use with ICE and law enforcement. We then went over a slideshow from the ACLU and looked at examples of ICE documents vs. a signed warrant from a judge. The students had a lot of questions and concerns, and I let that guide the direction of the lesson, since I felt like it was critical to cover the information that was most important to them. We also took the conversation and talked about emergency plans for a worst case scenario – how best to protect yourself, your family, and your finances, etc.

Lesson Title: Sliding Scale Clinics
Date of Class: 02/22/2017
Day of Class: Wednesday
Time of Class: 06:00 – 07:30 pm
MC: Jessica
DJ:
Assistants:
Module: Oregon Health Plan
How Many Learners: 2
Materials Status (loyalty cards, alphabet sheets, etc):

Self Evaluation

Preparation: Forgot to Show Up (1) vs. Every Hair In Place (10) = 4
Technique: Completely Incompetent (1) vs. Flawless Delivery (10) = 4
Engagement: Snoring Loudly (1) vs. Absolutely Riveted (10) = 5
Connection: Open Hostility (1) vs. Kumbayah (10) = 6
Poise: Charlie Brown (1) vs. Prince (10) = 5
Reflection: “It was ok.” (1) vs. Life-changing Epiphany (10) = 3

Total Score: 27

What happened (as short or as long as you like, but be specific): Class started out small because one of the students had an appointment and another was late, so I switched the order of activities since I only had one learner at first. My last two classes I had really focused on resources for undocumented immigrants, and from the feedback I’ve gotten, my students are finding it really useful. They’re telling me that they’re passing on information from class to friends, family, neighbors, and coworkers, and even connecting with people over it, so I’ve definitely taken that into consideration when planning my lessons. I brought in some handouts that I hadn’t been able to print last time, and I started class by going over them one on one until our second student arrived. Unite Oregon had left us a note asking us to fill out post cards asking Governor Kate Brown to vote on a house bill on police profiling, so we took a moment to read, discuss, and fill those out (they requested contact information, so I left it to the students’ discretion). Since I had already talked about OHP last week, and since I know my students may not be eligible for OHP, I decided to talk about alternative options for uninsured and underinsured patients. I started by dictating an explanation of sliding scale clinics. Then we did questions and answers and finally, since both students are fairly high level, I let them ask their own questions. Some topics included how ACA is different from OHP, how insurance works, and what factors affect eligibility (for OHP or low income assistance programs).

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Lesson Title: Portland’s Rental Crisis
Date of Class: 03/08/17
Day of Class: Wednesday
Time of Class: 06:00 – 07:30 pm
MC: Jessica
DJ:
Assistants:
Module: Renter’s Rights
How Many Learners: 3
Materials Status (loyalty cards, alphabet sheets, etc):

Self Evaluation

Preparation: Forgot to Show Up (1) vs. Every Hair In Place (10) = 4
Technique: Completely Incompetent (1) vs. Flawless Delivery (10) = 3
Engagement: Snoring Loudly (1) vs. Absolutely Riveted (10) = 5
Connection: Open Hostility (1) vs. Kumbayah (10) = 5
Poise: Charlie Brown (1) vs. Prince (10) = 4
Reflection: “It was ok.” (1) vs. Life-changing Epiphany (10) = 4

Total Score: 25

What happened (as short or as long as you like, but be specific): I started with a little more ordinal number practice by having the students write out the date. We also wrote out yesterday and tomorrow’s dates. I think I might continue this as a start of class activity, because it’s a nice real world way to reinforce that usage. After that we did a round robin with questions about rent – do you rent, has your rent gone up recently, etc. We looked at two maps that showed the average rent increase and rent for a 1 bedroom apartment by Portland neighborhood and we used them for a document search and to practice numbers. I finished with an LEA where I asked students to tell me how they ended up in Portland.

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Lesson Title:
Date of Class: 03/15/17
Day of Class: Wednesday
Time of Class: 06:00 – 07:30 pm
MC: Jessica
DJ:
Assistants:
Module:
How Many Learners: 2
Materials Status (loyalty cards, alphabet sheets, etc):

Self Evaluation

Preparation: Forgot to Show Up (1) vs. Every Hair In Place (10) = 5
Technique: Completely Incompetent (1) vs. Flawless Delivery (10) = 4
Engagement: Snoring Loudly (1) vs. Absolutely Riveted (10) = 5
Connection: Open Hostility (1) vs. Kumbayah (10) = 6
Poise: Charlie Brown (1) vs. Prince (10) = 4
Reflection: “It was ok.” (1) vs. Life-changing Epiphany (10) = 4

Total Score: 28

What happened (as short or as long as you like, but be specific): The lesson had a bit of a bumpy start because some of the Unite Oregon folks were working late in the room where we usually have our lesson. They were fine with us being there but I think it was distracting for the students. One of them asked if we could relocate to a nearby cafe where we’ve gone before if UO is occupied, so after making sure both students were ok with that, we packed up and took the lesson there. I used the lesson plan I had prepared for Monday. We spent most of the time working on the cloze. After filling it out the students practiced reading aloud. The two students who came today are both higher level, so we really worked with the meaning of the text.